**6. Conclusion**

In this chapter, we have described the Young Mathematicians program, which is designed to create a more equitable start for young children by supporting mathematics learning across home and school environments. We take a socioecological view of children's development and see the whole community—all the places where children and families live, learn, and play—as part of an opportunity web that supports children's learning. In close collaboration with educators and families, we have created over 55 freely available mathematics games for young children to play at home, at school, or during family play and learn events. By design, these games are accessible and engaging to a wide range of ages so that everyone who wants to play together siblings of all ages, caregivers, and grandparents—has a way to join in.

In our work, we seek to ensure that all families, particularly those from historically underserved communities, have the resources and tools they need to create opportunities for their children to engage in meaningful early mathematics experiences. We know that educators and families alike share the common goal of wanting children to succeed and that for a family math learning community to be successful stakeholders must find the right mix of strategies that will empower and engage families while being sustainable for schools and other community educators. The YM approach seeks to provide tools and resources that can help all families with young children have the

information and support they need to give their children rich and developmentally appropriate early math opportunities.

### **Acknowledgements**

The authors would like to acknowledge several colleagues and advisors who were instrumental in the success of this work: Heidi Rosenberg, Deborah Schifter, Deborah Spencer, Paul Goldenberg, Louisa Anastasopoulos, Lindsay Clements, Lori Coletti, Luz Maria Considine, Eric Dearing, Kim Foster, Jim Galdos, Janna Kook, Kelley O'Carroll, Laura O'Dwyer, Shakesha Thompson, Nora van Wassenaer, Donna Dervishian, and Kim Foster. Thank you to the teachers and caregivers who helped codevelop and test these games with particular thanks to Worcester Family Partnership, Worcester Child Development Head Start, Worcester Family Math Leaders, Greater Lawrence Community Action Council, Waltham Creative Start, Self-Help, Inc., Southern New Hampshire Head Start, and Holyoke-Chicopee-Springfield Head Start. Special appreciation to the Young Mathematicians in Worcester partners board members: Carlene Sherbourne, Karen Waters, Elizabeth Vietze, Greg Mullaney, Shemekia Pearson, Esther Hope-Sowah, and Colleen Manning.

This work was supported by the National Science Foundation (DUE 1348564 and DRL 1907904), the Heising-Simons Foundation (Grants #2015-023, 2016-13, 2019-1396, 2021-2871, 2022-3381) and Overdeck Family Foundation (Grant #2019-1396). Any opinions, findings, and conclusions or recommendations expressed in this paper are those of the authors and do not necessarily reflect the views of the National Science Foundation.
